Lesson Plan Title: All about Me



LESSON PLAN TITLE:

DEVELOPED BY: Tobey Fields, CCC-SLP, Assistive Technology Practitioner

ABSTRACT:

STUDENT LEVEL: elementary students with severe disabilities using a variety of Assistive Technology.

MATERIALS

Videos:

Books:

Background Knowledge Books:

Communication Boards:

• Background Knowledge –

• Semantic Map –

• Compare Contrast -

• Music-

• Cooking-

• Writing/Art-

• Books

• Phonemic Awareness –

• Word Wall –

•

I. BACKGROUND KNOWLEDGE: Activities the teacher creates as a scaffold for children connecting reading a book and the student’s background knowledge and experiences with the theme.

II. PRE-READING ACTIVITIES

Compare-Contrast Charts: Used to link familiar information with new information either through a chart or a venn diagram.

Semantic Map: Provides a graphic display of word/concepts relationships. Identify characteristics about a topic, write these characteristics in a list, and then organize the list of ideas by categorizing the ideas. In these lesson plans this typically occurs using picture icons to assist with organization and provides an output for non-speaking students.

Music: students learn language through the rhythm and lyrics of songs, chants, and rhymes. Picture icons are provided for most songs. Don’t cut the music icons apart. Post them as a chart. Use a pointer to move through the sequence of the song. Allow the students to use the pointer to sing through the pictures. They love it.

Introduce Picture Icons related to story: (familiarize students with different pictures from story, identifying important characteristics of each picture and comparing the story pictures with the picture icons)

Picture Walk: improves comprehension skills.

1. Point out author and illustrator.

2. Show book’s cover, read title.

3. Look at story pictures (prior to reading text).

4. Name things in each picture

5. Correlate picture icons with the story pictures

6. Make predictions about book’s content. Stop before the end of the story.

Word Wall: (Cunningham, Hall & Sigmon, 1999)

1. Use word wall words to help students read and write words used for writing in each unit.

2. Introduce the words and pictures.

3. Have students identify the label, picture, initial letters, initial sounds, etc.

III. During Reading Activities

Conventions/concepts of print: choose one of the following

1. Left-right orientation of English print. Show where to start reading on a single page of print. Shows you begin reading on top left of print on left page when prompted

2. Front-to-back directionality of book reading by asking “Show me where I should start reading."

3. Different forms of writing (for example, a letter versus a recipe).

4. Demonstrates word concept

5. Spaces between words by pointing them out and talking about them.

6. Punctuation in printed materials and its influence on how we read questions and exclamations.

7. Can point to print when prompted

8. Shows return sweep when prompted

9. Demonstrates letter concept

10. Demonstrates first and last letter concepts

11. Demonstrates capital letter concept

12. Matches 1:1 as teacher reads, student points to words

Joint Book Reading:

Read-aloud

1. Teacher reads the story to the students.

2. Teaching assistant models oral retelling/formulation of picture icons models to retell the story and answer questions.

Shared reading

1. Teacher and students retell each event in the story page by page either by formulating picture icons and/or orally retelling the event.

2. Stories should be reread numerous times over the month to allow students to learn story sequence, practice new vocabulary, and produce story retellings.

•

Predictions: Child predicts what will happen next in the story, verbally or using a communication system either prompted or spontaneously. This should be a focus on repeated readings of the same story. Examples: “What animal do you think we will see on the next page”, “What will the animal do on the next page?”

Extensions – clarifying word meanings when reading a story. Students can provide examples from their own experiences. Extensions for the severe population may include activities using the picture icons. For a unit on animals you could talk about the body parts, animal sounds, where the animal lives, etc.

Phonemic Awareness: choose one of the following

1. Begin with activities that build awareness of rhyming.

2. Move to activities that require comparison of phonemes in groups of words, such as identifying whether two words start or end with the same “sound.”

3. Proceed to activities that require more explicit levels of phonological awareness-for example, teaching children to move tokens in and out of boxes to represent the number of “sounds” in a particular word.

4. Culminate in activities aimed directly at teaching children to segment words into phonemes and to blend phonemes into words for the purposes of word decoding and spelling of words with relatively “regular” grapho-phonemic patterns.

5. Helping children at the same time to recognize that even “irregular” words have patterns and teaching them to associate syllabic and morphological structures with those patterns.

6. Providing experiences in emergent writing as well as emergent reading.

Alphabetic/letter knowledge: knowledge of letters and letter names

IV. Post Reading Activities

Experience with writing materials: (Experience with writing materials: Select activities that provide students with a further means of understanding the stories and for expressing their understanding. Students at all ability levels benefit from drawing, painting, or creating something associated with the story and then explaining their creations in oral or written form (Strong & Hoggan North, 1996). For students with severe disabilities accommodations can be made using stamps, stencils, pre-made pictures, catalog pictures, etc. We often found that student’s drawings were difficult to interpret and they did not always have enough expressive language to explain to caregivers at a later time. By completing art/writing activities that have supports built in (such as completed drawings) the students have been more successful and they are quite enthusiastic. Parents and caregivers can interact with the students regarding the supported activity. Provide materials that permit children to write by themselves to support their emergent literacy.

Literacy learners benefit from consistent and frequent opportunities to observe adults in natural interactions with written language. Teachers can model by writing on a white board or butcher paper, thinking outloud what they write about, the formation of letters, the sound each letter makes, which letter makes the related sound, etc.

Adaptations: Tape art paper to the table preventing it from sliding.

Use of large pencils, pens, and crayons with grips.

Adaptive holders for writing implements may be purchased commercially. Pati King-DeBaun (1999) provides instructions for making your own adaptations.

Symbols may be presented so that the child may request the need for necessary supplies (i.e., pencil, crayons, glue).

Student Writing Stages

1. Scribbling or drawing

2. Writing letters or letter-like characters and numbers (e.g., the first letter in the child’s name)

3. Writing pretend notes (e.g., to the tooth fairy)

4. Copying environmental print

5. Dictating a story to a wordless picture book

6. Using children’s writing software programs

7. Journals:

Teacher Writing Stages

1. Modeled Writing: Teacher writes “outloud.” Using “think-alouds” to demonstrate how you decide what to write (Today I am going to write about George, the dog from our story. He was so funny. Here is how you write George’s name). Use an easel or large writing paper, teacher models writing. High level of support.

2. Shared Writing: Teacher and Student write together. Teacher acts as scribe.

3. Interactive Writing: Teacher and Student compose together. Students “share the pen” or keyboard.

4. Guided Writing: Teacher provides mini-lessons, individual conferences with writers, and guidance and feedback.

5. Independent Writing: Students write their own pieces including stories on self-selected topics, informational pieces, retellings, labeling, lists, and responses to prompts.

Remember to have students write their names, write the names of the pictures they are coloring or drawing, write sentences, etc. related to their completed art activity.

Cooking:

1. Have the children request the materials they need. (You may want to make other students responsible for certain items so that it is necessary for students to interact with other children rather than only the teacher).

2. Model the cooking page that shows the food preparation sequence.

3. Repeat the food activity one time each week for a month so that children can become more independent in reading the recipe, requesting of items and preparation of the food (and so we aren’t wild getting ready for a new food activity each week).

Computers: Includes commercial software that relate to a monthly theme, Intellitools overlays and games and activities that can be downloaded from the Internet.

• Commercial Software:

• Intellitools:

• Downloads:

Play: Learning to play is very important as a way to socially interact with peers, to explore, to develop language and as an emergent literacy task. The following is a great sequence both for observation of present play skills in a child and also to determine an appropriate level of intervention

1. Physical Intervention – adult introduces a new prop to encourage further play or assumes a part and inserts herself into the play.

Example: you pick up the telephone and call the doctor

2. Directive Statements - Adult helps children select, start or further develop their play themes by directly assigning roles. Example: “You’re the mommy” “You’re the doctor”

OR:

Adult directly describes a new development in their play theme Example: “now that you’ve finished setting the table, the doorbell rings and the mail carrier has a special delivery letter”

3. Questions – adult uses questions to play out and further develop fantasy themes. Example: “now that the table is set, what’s going to happen next?”

4. Nondirective Statements –adult verbally mirrors the beginning play actions of the child. Examples: “I see you have the dishes and are ready to set the table.”

5. Visually Looking On– adult does supportive looking to encourage children to play out a variety of fantasies, which might potentially be frightening—the adult stands by to assist those children who get over-excited or lost in a fantasy. (Wolfgang, B. Mackender, and M. E. Wolfgang, 1981)

• Language Play: choose three different toy activities that relate to the theme such as playing with a baby (dressing, feeding)

• Dramatic Play: This includes using props and assuming roles to reenact the events depicted in a story. When students participate in dramatic play, they are learning a variety of language and literacy skills (Strong and Hoggan North, 1996)

• Group Activities: Activities designed to relate to the monthly theme and to develop social interactions between peers rather than always being adult directed. These activities have really increased our student’s awareness of other children.

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